Inclusive Secondary Classrooms

Inclusive Secondary Classrooms

EDU 308-01

Fall 2013

COMBLD-101

Tuesdays 7:00 PM-9:45 PM

Dr. Kristy LaPorte

146 Webb Hall

Email:

Course Description:

The major goal of this course is to prepare middle and secondary level teacher candidates for the inclusion of learners who are exceptional. It covers a brief history of special education, legislation, court cases, determination of eligibility, accountability, individualized education programs, self-determination, transition to postsecondary environments, and evidence-based practices that assure success in general education classrooms.

Books for this Course:

Kunkel, S. (2012).Advancing co-teaching Practices: Strategies for success.Cromwell, CT: Kunkel Consulting Services.

Strayer, S & Strayer, S. (2007). Strategies for differentiating in the content areas. NYC: Scholastic.

Additional Readings will be required.

Recommended Resources (on line):

Connecticut State Department of Education. (2013). PPT Process and IEP Forms. Retrieved from

Connecticut State Department of Education. (2013). Bureau of Special Education (BSE) Resources.

Retrieved from

Recommended Resources:

Ainsworth, L. & Viegut, D. (2006). Common formative assessments: How to connect standards-based instruction and assessment. Thousand Oaks, CA: Corwin Press.

Akihito K., Nese, J.F.T, Patarapichayatham, C., & Lai, C. (2013). Modeling nonlinear growth with three data points: Illustration with benchmarking data. Assessment for Effective Intervention, 38(2), 105-116.

Anderson, W., Chitwood, S. & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers. Bethesda, MD: Woodbine House.

Bateman, B. & Herr, C. (2003). Writing measurable IEP goals and objectives. Verona, WI: Attainment Publication

Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading.

Alexandria, VA: Association for Curriculum Development.

Calkins, L., Ehrenworth, M. & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Portsmouth, NH: Heinemann.

Dean, C., Hubbell, E., Pitler, H. & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Curriculum Development.

DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.

Dweck, C. (2006). Mindset: The new psychology of success. NY: Random House.

Garner, B. (2007). Getting to got it! Alexandria, VA: Association for Curriculum Development.

Hill, D. R., King, S. A., Lemons, C., & Partanen, J.N. (2012). Fidelity of implementation and instructional alignment in response to intervention research. Learning Disabilities Research & Practice, 27(3), 11-124.

Hill, J. & Flynn, K. (2006). Classroom instruction that works with english language learners. Alexandria, VA: Association for Curriculum Development.

Harvey, S. & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. Portland, ME: Pembroke Publishers.

Jackson, R. (2009). Never work harder than your students & other principles of great teaching.

Alexandria, VA: Association for Curriculum Development.

Schmoker, M. (2006). Results Now: Howe we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Curriculum Development.

Sciutto, M., Richwine, S., Mentrikoski, J., & Niedzwiecki. (2012). A qualitative analysis of the school experience of students with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 27(3), 177-188.

Strickland, C. (2009). Professional development for differentiating instruction. Alexandria, VA: Association for Curriculum Development.

Sweeney, W. (1998). The special-needs reading list. Bethesda, MD: Woodbine House.

Taylor, N.E., Wall, S.M. Liebow, H. Sabatino, C., Timberlake, E.M., & Farber, M. (2005). Mother and soldier: Raising a child with a disability in a low-income military family. Exceptional Children, 72(1), 83-99.

Tomlinson, C. (2003). Fulfillingthe promise of the differentiated classroom: Strategies and tools for responsive teaching. Danvers, MA: Association for Curriculum Development

Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction & understanding by design. Alexandria, VA: Association for Curriculum Development.

Wormeli, R. (2006). Fair isn’t always equal: Assessing & grading in the differentiated classroom. Portland, ME: Stenhouse.

Yell, M.L. (2012). The law and special education. Upper Saddle River, NJ: Pearson Education.

Disability Statement: If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact the Office of AccessAbility Services at (860) 465-0189. To avoid any delay in the receipt of accommodations, you should contact the Office of AccessAbility Services as soon as possible. Please note that accommodations are not retroactive, and that I cannot provide accommodations based upon disability until I have received an accommodation letter from the Office of AccessAbility Services. Your cooperation is appreciated.

Academic Services Center: Students are encouraged to use the support offered by the Academic Services Center (ASC) located on the ground floor of the Library. Advising Services and tutoring in math, writing, and other subjects, including supplementary instruction, are available. The ASC also offers assistance in study techniques, time management and understanding learning styles. Fall 2013 hours: Sun. 2-9; M.-Th. 9-9, Fri. 9-5. (Closed Sat.) For further information call 465-4310 or check the ASC website at

Academic Misconduct: Students should read and understandEastern's Academic Misconduct Policy, which can be foundin the Eastern Student Handbook or at: violations will be handled under the procedures established in this policy.

Electronic communication: Effective August 1, 2009, Eastern email will become an official form of correspondence within Connecticut State University System (CSUS).Therefore, it is expected that communications to students sent via email will be received and read in a timely fashion. It is expected that students check their university email at least as often as their class meets, in recognition that certain communications may be time-critical. Students should not assume that email sent from outside providers will be received by their professor.

Course Outcomes Aligned with the Education Department's Performance Expectations, CT SDE Pre-service Competencies, NAEYC, CEC and CCCT Standards, and with Related Key Experiences

All course outcomes are interconnected with the Education Unit’s Conceptual Framework (CF), Connecticut Preservice Competencies (PSC), Connecticut Common Core of Teaching (CCCT), the professional standards of NAEYC and CEC and the Common Core State Standards (CCSS). The following table outlines the elements of CF, PSC, and CCCT.

Education Unit’s Conceptual Framework (CF) / Connecticut Preservice Competencies (PSC) / Common Core of Teaching (CCT)
1. Content Knowledge (CNK)
2. Pedagogical Knowledge (PDK)
3. Integration of Knowledge (INT)
4. Technology as a Tool to Teach (TTT)
5. Diversity (DIV)
6. Professionalism (PRF) / Domain 1: Development and Characteristics of Learners
Domain 2: Evidence-based/Standards-based Instruction
Domain 3: Evidence-based Classroom and Behavior Management
Domain 4: Assessment
Domain 5: Professional Behaviors and Responsibilities / Domain 1: Content and Essential Skills
Domain 2: Classroom Environment, and Commitment to Learning
Domain 3: Planning for Active Learning
Domain 4: Instruction for Active Learning
Domain 5: Assessment for Learning
Domain 6: Professional Responsibilities and Teacher Leadership

Through the Institutional, State and Professional Standards, students will apply this conceptual framework to show competency in the Eastern Connecticut State University six criteria/critical strands:

1. Content Knowledge (CNK):

1.1 Candidates/Graduates demonstrate in-depth understanding of content knowledge including central concepts, principles, skills, tools of inquiry, and structure of the discipline(s) by engaging students through meaningful questions and learning experiences.

2. Pedagogical Knowledge (PDK)

2.1 Candidates/Graduates are able to formulate developmentally appropriate learning goals and objectives for students based upon knowledge of subject matter, students, the community, curriculum goals and theories of human development, and to plan and implement instructional activities which foster individual and collective inquiry, critical thinking, and problem solving to facilitate learning for all students in a safe and nurturing environment.

2.2 Candidates/Graduates use methods, activities, and grouping arrangements appropriate for lesson goals and objectives in an environment that is conductive to learning.

2.3 Candidates/Graduates conduct learning activities in a logical sequence and respond to the developmental needs, interests, ability, and background of students to promote their development of critical thinking, independent problem solving, and collaborative inquiry.

2.4 Candidates/Graduates use multiple forms of assessment to evaluate student learning and modify instruction as appropriate to ensure the continuous intellectual, social, ethical, and physical development of the learner.

3. Integration of Knowledge (INT)

3.1 Candidates/Graduates demonstrate how different concepts, themes and principles are interconnected within and across the discipline(s) and promote connections between content knowledge and pedagogical knowledge to help students learn concepts, principles, skills, tools of inquiry and structure of the discipline(s) they teach.

3.2 Candidates/Graduates demonstrate an ability to integrate learning theories and other pedagogical knowledge in their clinical experiences and student teaching.

4. Technology as a Tool to Teach (TTT)

4.1 Candidates/Graduates integrate appropriate digital and non-digital technology throughout their courses and clinical experiences to support student learning.

5. Diversity (DIV)

5.1Candidates/Graduates demonstrate their ability to support the diverse needs of students in terms of exceptionalities, race, ethnicity, gender, culture, and socioeconomic status.

6. Professionalism (PRF)

6.1Candidates/Graduates collaborate with cooperating teachers, other teachers, school administrators and other school professionals, parents, families, and communities in a professional and ethical manner to help students reach their maximum potential.

Through this course, candidates will:

Course Objectives/Learner Outcomes
ECP, PTC, and CCT / Measure/Product(s)
By the end of the course, student will be able to:
Demonstrate knowledge in the area of federal and state law in alignment of the Individual Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act, including but not limited to timelines, mandates, Time with Non-disabled Peers (TWNDP) and Least Restrictive Environment (LRE) / ECP: 1
CCT: Domain 1 / Class Discussion (CD)
Class Exercises (CE)
Practice Exercises (PE)
Differentiate and identify the need for an Individualized Education Plan (IEP) or 504 plan for students with a specific disability / ECP: 1
CCT: Domain 1 and 4 / Class Presentation (CP)
CE, CD
Identify specific disabilities and describe the process of the identification procedures of the disability as it pertains to Scientific Research Based Instruction (SRBI), specific psycho-educational assessments and the Planning and Placement Team meeting (PPT) process / ECP: 1, 2, 3
PTC 3
CCT: Domain 1 / CE, CD, PE
Research Paper (RP)
Become familiar with the Individualized Education Plan (IEP) with the use of data to determine strengths and needs, developing goals in correlation to the Common Core State Standards (CCSS) specific to the individual’s needs; measurement of goals and objectives, services, and accommodations and modifications / ECP: 1, 5
PTC: 2
CCT: Domain 3 / CD, CE, PE
Analyze and identify specific accommodations and/or modifications needed in specific content areas at the as it pertains to a student’s specific needs / ECP: 1, 2, 4, 5
PTC: 1, 4
CCT: Domain 3 / CE, CD, PE
Evaluate the need for both formative (for learning) and summative assessments (of learning) to measure student growth in the area of their goals and objectives / ECP: 1, 2
PTC: 2, 4
CCT: Domain 5 / CD, CP
Investigate the differences and similarities of the Student Success Plan (SSP) for all students in grades 6-12 and the Individualized Transition Plan (ITP) for students with IEPs from the age of 15 to 21. / ECP: 5
PTC: 1, 4
CCT: Domain 3 / CD, CE
Identify specific goals and expectations for the Summary of Performance for graduating students with IEPs / ECP: 2
PTC: 4
CCT: Domain 3 / CD, CE
Create differentiated instructional methods to support individual students through the use of various technology, curriculum resources and classroom environment across the secondary content areas / ECP: 4, 3
PTC: 1
CCT: Domain 2, 4, 3 / CE, CD, RP
Identify specific strategies to engage and support students within the inclusive setting with emotional and behavior disorders through the development of Functional Behavior Assessments (FBA) and Behavior Intervention Plans (BIPs) / ECP: 2, 4, 5
PTC: 1
CCT: Domain 4, 5 / CE, CD, PE
Understand Learning Disabilities in the areas of reading fluency, comprehension, decoding, vocabulary and phonics
Understand Learning Disabilities in the area of word problems, sequence and operations / ECP: 1, 2
PTC: 1, 2, 3, 4
CCT: Domain 3, 4, 5 / CE, CD, RP
Recognize the impact of Executive Functioning issues, Auditory Processing Disorders and the impact of Attention Deficit Disorder on student learning in the secondary classroom and create instructional and curricular supports to assist the student in gaining access to curriculum and instruction in the inclusive setting / ECP: 1, 3
PTC: 1, 3, 5
CCT: Domain 3, 4, 6 / CE, CD, RP
Understanding the perspective of the family and establishing open communication and support
Understanding the need to collaborate and work together with staff, teachers, paraprofessionals and administration in the educational setting. / ECP: 5, 6
PTC: 5
CCT: Domain 6 / CE, CD, PE, RP, CP
Identify and determine the specific and appropriate programming in relevance to a students’ specific needs (inclusion, pull out, push in, self-contained, para support, co-teaching) / ECP: 3, 5, 6
PTC: 5
CCT: Domain 2, 6 / CE, CD, PE, CP

Attendance Policy

In-class discussions and activities are a fundamental part of the learning process. Participation in such class experiences is as critical for learning as outside-of-class readings and assignments.

1. Students are expected to attend all class sessions. To be counted as present, students must attend the full class session; arriving exceedingly late or leaving early from class may be considered an absence.

1. Only documented health, family, or other emergencies will be considered valid excuses for absence. Evidence of an emergency must be submitted to the course instructor in order for an absence to be excused. Elective absences–avoidable, non-emergency or non-health absences that are chosen by the student–will be considered unexcused absences.

1. In the event a class must be missed, the student should make every effort to inform the faculty member before class. If this is impossible, the student must contact the instructor within two daysof the absence, to explain the reasons for missing (including documentation of an emergency) and to review the class that was missed. Failure to do this will result in the absence being considered unexcused.

1. Students may be asked by the instructor to do additional reading or work related to a missed class. Failure to complete additional work or make-up hours will result in the absence being considered unexcused.

1. Absences may result in a lower grade in the class. Individual faculty members will set their own policies on how missed classes will affect final grades. However, the following rules apply to all courses in the program:

a.Students who miss the equivalent of two weeks of a course due to unexcused absences will automatically have their final grade reduced by one full grade level. (Note that this is the equivalent of missing two weekly classes or four bi-weekly classes for non-emergency reasons.)

a.Students who miss three or more weeks of a class for any reason–excused or unexcused–cannot complete the course and must withdraw. They must complete the course again on the next semester that it is offered, before moving on to the next core of the program. (Note: Even if the three weeks of absences are excused, the student must still withdraw from the course, since the faculty would be unable to assure the State Department of Education that the student had acquired the knowledge and skills that the course is intended to address.)

Course Grading

The assignments are developed to ensure a deep understanding of the requirements of educating students with disabilities. The expectation is to produce quality work which reflects your ability to meet or exceed instructional applications.

Method of Grading

A rangeExceeds Expectations: An insightful and challenging piece of work that goes beyond the requirement of the course. [90–100%]

B rangeMeets Expectations: All of the elements have been completed and there is evidence of critical or creative thought that goes beyond what was discussed in class. [80–89%]

C rangeBelow Expectations: All of the required elements of the assignments have been fulfilled but there is no evidence of critical or creative thought that goes beyond what was discussed in class. [70–79%]

D rangeDoes Not Meet Expectations: Some elements of the assignment are missing. [60–69%]

Course Schedule: (Note: Changes may be implemented throughout the semester)

Class Date / Topics / Readings/Due
Tuesday
9/3 / -Introduction
-Course Requirements
-Pre-Assessment
-What is Special Education?
-Parent perspective-Raising a child with a disability and navigating the education experience
Tuesday
9/10 / -Faculty/parent building relationships
-Special Education Law (IDEIA) (504)
(FAPE) (LRE)
-The IEP process Birth-3, 3-5 and 3-21
-Federal
-Connecticut / -Introduction: 1-19 (Strategies for Success)
-10 important facts
Tuesday
9/17 / -Section 504
-ADA
-Accommodations v. Modifications
-Specialized Instruction / Domain V 85-98
Domain VII 113-130
-10 important facts
Tuesday
9/24 / -Co-teaching
-Sharing the process of planning/instruction / Co-Teaching 19-30
-Accommodations and Modifications presentations
Tuesday
10/1 / -Identifying students with Learning Disabilities through SRBI
-Using student data to determine eligibility
-Reading v. math disabilities
-Common Core State Standards / Bring a copy of Reading Standards for Literacy in History/Social Studies 6-12 (CCSS)
-Presentation of
Domains 1-4, 6, 8
Tuesday
10/8 / -Psychological/Educational Testing
-Triennial Reviews
-Assessments for eligibility, continued eligibility and progress monitoring
-Formative v. Summative
-Strategies to support students with special needs in the general education classroom / Bring in an artifact of a summative and formative assessment
Tuesday
10/15 / -The Individualized Education Plan
-Prior Written Notice
-Strengths and Needs
-Transition
-Goals and Objectives
-Accommodations/modifications
-Assessments/district/state
-Service Page
-LRE / -Download an IEP pages 1-10 from the Connecticut State Department of Education
-Bring copy to class
Tuesday
10/22 / -Midterm
=Strategies for Differentiating in the Content Areas to meet all students’ diverse needs / -Completed IEP for case study student
-Presentation of The Strategies (Reading: Strategies for Differentiating in the Content Areas)
Tuesday
10/29 / -Understanding:
ADHD
Executive Processing Disorder
Auditory Processing Disorder
-Review for Mid-Term / First observation reflection due
-Group #1 Presentation
-Individual lesson presentations
Tuesday
11/5 / Autism (Part 1) / Reading on Autism
Tuesday
11/12 / Autism (Part 2) / One page reflection
Group #2 Presentation
-Individual lesson presentations
Tuesday
11/19 / -Emotional Disability
-Socially Emotionally Maladjusted
-Laws pertaining to Restraint/Seclusion
-FBA/BIP
-De-escalation methods / Reading on ED
One page reflection
Group #3 Presentation
-Individual lesson presentations
Tuesday
11/26 / -Visually Impaired
-Hearing Impaired
-Multiple disabilities
-Inclusive environment with Paraprofessional / Second Observation Due
Reading on HI, VI or MD
Group #4 Presentation
-Individual lesson presentations
Tuesday
12/3 / -Occupational Therapy
-Physical Therapy
-Speech/language Therapy
-Services for Visual Impairment
-Being part of the TEAM / Reading on Speech/Language
One page reflection
Group #5 Presentation
-Individual lesson presentations
Tuesday
12/10 / -Final Exam
Or Reading Day/Make up / Review readings for final
Tuesday
12/17 / -Final Exam

Assignments and Grading